“I Do My Best To Listen to Patients”: Qualitative Insights Into DAWN2 (Diabetes Psychosocial Care From the Perspective of Health Care Professionals in the Second Diabetes Attitudes, Wishes and Needs Study)

Stuckey, Heather L.; Vallis, Michael; Burns, Katharina Kovacs; Mullan-Jensen, Christine; Reading, Jean M.; Kalra, Sanjay; Wens, Johan; Kokoszka, Andrzej; Skovlund, Søren E.; Peyrot, Mark

doi:10.1016/j.clinthera.2015.06.010

Cited by 44 publications

(36 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Evidence suggests that HCPs are beginning to see their role shift from telling patients what to do to listening to patients, although many still feel limited in making this shift by a lack of time and resources (41). In fact, most HCPs recognize and share the values of relationship- and patient-centered care and would love to spend more time with their patients, but cannot afford to do so in a fee-for-service environment that rewards volume over quality.…”

Section: Discussionmentioning

confidence: 99%

“…Providers report that they lack the training to assess barriers to adherence or to know what to do when certain barriers are identified. For example, despite the widespread recognition that psychosocial problems can impair diabetes management, and current American Diabetes Association (ADA) guidelines recommending routine psychosocial screening of all diabetes patients, many providers report insufficient training in assessment and management of psychological difficulties in their patients (41). In addition, many patients lack a consistent provider for diabetes care, creating significant frustration (27) and negatively affecting medication adherence and health outcomes (42,43).…”

Section: Adherence and Health Care Policy And Deliverymentioning

confidence: 99%

See 1 more Smart Citation

Seeing the Person, Not the Illness: Promoting Diabetes Medication Adherence Through Patient-Centered Collaboration

et al. 2017

View full text Add to dashboard Cite

IN BRIEF Nonadherence to diabetes medications is a primary contributor to health complications and avoidable hospitalizations. This article discusses the evidence for taking a person-centered (as opposed to illness-centered) approach to promoting medication adherence among diabetes patients, provides suggestions for ways in which diabetes clinicians can best promote medication adherence, and argues for needed changes in how health care systems support providers in their efforts at adherence promotion.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Adherence and Health Care Policy And Deliverymentioning

confidence: 99%

Seeing the Person, Not the Illness: Promoting Diabetes Medication Adherence Through Patient-Centered Collaboration

et al. 2017

View full text Add to dashboard Cite

show abstract

“…In practice however, TPE is actually rarely tailored to patients' goals (e.g. Mosnier‐Pudar et al, ; Stuckey et al, ), TPE endpoints are mostly related to treatment adherence or self‐care (Idier et al, ; Fonte et al, ), and psychological issues are not a priority for most HCPs in TPE (Holt et al, ; Bergh et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…First, program tailoring is hindered by the extensively reported lack of time (e.g. Ghorbani et al, ; Stuckey et al, ), and conditions are hardly compatible with HCPs’ empathy (e.g. Brown et al, ; Stuckey et al, ).…”

Section: Discussionmentioning

confidence: 99%

French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study

Lelorain

Bachelet

Bertin³

et al. 2017

Nursing & Health Sciences

View full text Add to dashboard Cite

Therapeutic patient education is effective for various patient outcomes; however, healthcare professionals sometimes lack the motivation to carry out patient education. Surprisingly, this issue has rarely been addressed in research. Therefore, this study explores healthcare professionals' perceived barriers to and motivation for therapeutic patient education. Healthcare professionals, mainly nurses, working in different French hospitals were interviewed. Thematic content analysis was performed. Findings included a lack of skills, knowledge, and disillusionment of the effectiveness of therapeutic patient education were features of a demotivated attitude. In contrast, a positive attitude was observed when therapeutic patient education met a need to work differently and more effectively. A key factor motivating professionals was the integration of therapeutic patient education in routine care within a multidisciplinary team. To keep healthcare professionals motivated, managers should ensure that therapeutic patient education is implemented in accordance with its core principles: a patient-centered approach within a trained multidisciplinary team. In the latter case, therapeutic patient education is viewed as an efficient and rewarding way to work with patients, which significantly motivates healthcare professionals.

show abstract

“…It is often difficult for HCPs to support group-based, person-centered diabetes programs due to a lack of ongoing professional development and supervision [4, 11, 12]. Recent results from the second Diabetes, Attitudes, Wishes and Needs (DAWN2) study revealed that HCPs were inadequately equipped to provide diabetes education, and many had never received postgraduate training [4].…”

Section: Introductionmentioning

confidence: 99%

The potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education

et al. 2017

View full text Add to dashboard Cite

BackgroundHealthcare professionals’ person-centered communication skills are pivotal for successful group-based diabetes education. However, healthcare professionals are often insufficiently equipped to facilitate person-centeredness and many have never received post-graduate training. Currently, assessing professionals’ skills in conducting group-based, person-centered diabetes education primarily focus on experts measuring and coding skills on various scales. However, learner-centered approaches such as adequate self-reflective tools have been shown to emphasize professional autonomy and promote engagement. The aim of this study was to explore the potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education.MethodsThe study entails of two components: 1) Field observations of five different educational settings including 49 persons with diabetes and 13 healthcare professionals, followed by interviews with 5 healthcare professionals and 28 persons with type 2 diabetes. 2) One professional development workshop involving 14 healthcare professionals. Healthcare professionals were asked to assess their person-centered communication skills using a self-assessment tool based on challenges and skills related to four educator roles: Embracer, Facilitator, Translator, and Initiator. Data were analyzed by hermeneutic analysis. Theories derived from theoretical model ‘The Health Education Juggler’ and techniques from ‘Motivational Interviewing in Groups’ were used as a framework to analyze data. Subsequently, the analysis from the field notes and interview transcript were compared with healthcare professionals’ self-assessments of strengths and areas in need to effectively facilitate group-based, person-centered diabetes education.ResultsHealthcare professionals self-assessed the Translator and the Embracer to be the two most skilled roles whereas the Facilitator and the Initiator were identified to be the most challenged roles. Self-assessments corresponded to observations of professional skills in educational programs and were confirmed in the interviews.ConclusionHealthcare professionals self-assessed the same professional skills as observed in practice. Thus, a tool to self-assess professional skills in facilitating group-based diabetes education seems to be useful as a starting point to promote self-reflections and identification of healthcare professionals’ strengths and areas of need of professional development.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1003-3) contains supplementary material, which is available to authorized users.

show abstract

“I Do My Best To Listen to Patients”: Qualitative Insights Into DAWN2 (Diabetes Psychosocial Care From the Perspective of Health Care Professionals in the Second Diabetes Attitudes, Wishes and Needs Study)

Cited by 44 publications

References 31 publications

Seeing the Person, Not the Illness: Promoting Diabetes Medication Adherence Through Patient-Centered Collaboration

Seeing the Person, Not the Illness: Promoting Diabetes Medication Adherence Through Patient-Centered Collaboration

French healthcare professionals' perceived barriers to and motivation for therapeutic patient education: A qualitative study

The potential of a self-assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group-based, person-centered diabetes education

Contact Info

Product

Resources

About